U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

ESEA: Comprehensive School Reform - 2005

CFDA Numbers: 84.332A - ESEA Comprehensive School Reform
84.332B - Comprehensive School Reform Quality Initiatives

Program Goal: To enable low-performing students to improve their achievement to meet challenging standards
Objective 8.1 of 2: Student achievement in core subjects generally will show marked improvement in Comprehensive School Reform (CSR) program schools.
Indicator 8.1.1 of 1: AYP results: The percentage of Comprehensive School Reform schools that have or have had a CSR grant and made adequate yearly progress (AYP).
Targets and Performance Data Assessment of Progress Sources and Data Quality
Reading/language arts
Year Actual Performance Performance Targets

Year Actual Performance Performance Targets

Explanation: The FY 2005 target is to establish a baseline.  
Additional Source Information: No Child Left Behind (NCLB) Consolidated State Report

Frequency: Annually.
Collection Period: 2004 - 2005
Data Available: June 2006
Validated By: No Formal Verification.

Limitations: The data for this indicator were self-reported by state educational agencies.


Objective 8.2 of 2: The number of schools providing high-quality curriculum and instruction and improving student outcomes will increase each year.
Indicator 8.2.1 of 1: Impact on school improvement: By 2014, no schools that have received CSR program funds will be designated as in need of improvement, while CSR funds continue to be targeted on the lowest achieving schools.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of principals in Title I schools reporting that they are implementing a research-based school reform model
Year Actual Performance Performance Targets

Explanation: Increasing numbers of Title I schools are implementing research-based school reform models to improve curriculum and instruction. The Comprehensive School Reform Demonstration Program is meeting its purpose of increasing awareness of and support for comprehensive school reform among states, districts and schools, and acts as a catalyst for how Title I funds can be used in schoolwide programs to support the adoption of research-based comprehensive school reform programs. The student achievement data at CSR schools collected for 2002 and 2003 were found to be incomplete and inconsistent, and hence were not used. A contractor will work with the states to complete the data collection process and to provide quality assurance.  
Additional Source Information: National Longitudinal Survey of Schools, 1999(baseline)/2000.

Frequency: Annually.
Collection Period: 2002 - 2003
Data Available: June 2005
Validated By: NCES.

Limitations: Data are taken from a nationally representative sample of Title I schools; data are not available for all Title I schools. Because data are based on self-reports, it is difficult to judge the extent to which reform programs are comprehensive and research based. An examination of school documents on a subsample of Title I schools will allow some indication of the quality of comprehensive school reform efforts in Title I schools in general.


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